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In our newest book, Shift Writing into the Classroom with UDL and Blended Learning , Dr. Katie Novak and I guide teachers in creating the time and space to support all parts of the writing process in the classroom. If there is only one pathway provided, students may question their ability to complete a writing task successfully.
It takes only seconds to plug a writing prompt into a generative AI tool and receive a completed assignment. Instead of forbidding generative AI tools, it’s critical that teachers show students how and when it’s appropriate to use AI in student writing.
Key points: Asking the right questions is more than just a skill–its a mindset We are all digital immigrants now 25 AI predictions for 2025 For more news on AI in education, visit eSN’s Digital Learning hub Several years ago, during a flight from Houston to Paris, I had a conversation with the CEO of a prominent Houston-based company.
As a doctoral student and research writer myself, I have witnessed and experienced the profound impact of these technologies on academic writing. However, this trend extends beyond mere usage statistics; it raises deeper questions about the future of writingskills and academic integrity.
As we consider the role of AI in our lives, one quote has kept popping up on my echo-chamber social media feeds: “I want AI to do my laundry and dishes so that I can do art and writing, not for AI to do my art and writing so that I can do my laundry and dishes” (Joanna Maciejewska). Maybe we are asking the wrong questions?
The question asked was: “Why does Anne hide Peter’s shoes?” Was early exposure to texting crimping our students’ ability to write correctly? To engage in the critical thinking process that underpins the ability to write? The student understands the underlying motives driving the character’s behavior here.
I spent countless hours guiding them through the writing process, giving feedback, and encouraging them to think critically. AI-powered tools have entered the educational landscape, and theyve changed the way I teach writing–particularly persuasive writing.
When I returned to the classroom, I faced those same questions. We blend math, robotics, reading, and writing for engaging, collaborative learning. How I Used (and Didn’t Use) AI in My Classroom : How quickly should we incorporate AI in our classrooms? What should we use?
Not surprisingly, more students are using generative AI to assist them in writing. In an undergraduate business communication course that I oversee, the percentage of students who declared their use of generative AI for a writing assessment (i.e. Over the last two years, Ive witnessed the rise in students use of generative AI as whole.
Not surprisingly, more students are using generative AI to assist them in writing. In an undergraduate business communication course that I oversee, the percentage of students who declared their use of generative AI for a writing assessment (i.e. business proposal) increased steadily over four semesters from 35% in 2023 to 61% in 2025.
Students learn that human emotions are important as AI grows Its also important to remember the limitations of AI, Taubman said, noting that students need the basic understanding of how AI works in order to question it, identify any mistakes, and use it accordingly in their careers.
Because PLCs predate national and state standards, teams used to devote a great deal of time to asking and answering the question, What do we want students to learn? Instead, they can focus on other questions, starting with, Where are we going in students learning journeys? What can they do with educational support?
Students also use Gemini for real-time academic help, such as asking follow-up questions and details about a particular topic. Albuquerque Public Schools is focusing on grant writing and lesson planning. With Gemini’s help, the district won four grants totaling $100,000, all by using Gemini to aid in grant research and writing.
From the three-paragraph essay to one that lives up to the purpose of essays is a big leap both scholastically and skills-wise. Abbie Kay from State of Writing emphasizes that solid writing is about expressing ideas and effectively engaging and persuading your audience.
What will students understand (content knowledge) or be able to do (skills) at the end of the lesson or learning cycle? What questions or wonderings do you have about this topic? Teachers and students will need a clear understanding of what they are working toward if they are going to measure student progress accurately.
The variety of products they create causes many teachers to question how they should assess this work since it takes many forms. If the learning objective is for students to craft a strong argument, you can provide them with different levels of support and different ways of demonstrating that skill.
I am writing this post for teachers who may not have experience with blended learning models but need support designing lessons for the concurrent classroom. Begin class with a review activity, writing prompt, feedback form, quick quiz, or formative assessment. The lesson template below has five sections. Welcome Task or Bell Ringer.
I could not answer a single question about the content of what I read. Yet, reading is like any skill that we can improve with practice. Their approach contrasts with classic reading comprehension questions, which students typically respond to after completing a reading assignment. My mind was a million miles away.
Writing centers on college campuses have been around for more than 100 years , and they’re both a resource for students doing assignments and a symbol of the importance in higher education of learning to express yourself in text. Writing centers are often run by non-tenured staff, which can make them especially vulnerable, says Genie N.
It was OK to use AI in this scenario, the mom said, but they shouldn’t use it for writing school assignments. Teens in the survey were also concerned about how using AI might affect their ability to develop critical thinking skills, says Jennifer Rubin, a senior researcher at foundry10 who helped lead the study.
As teachers prepare for a new school year, many are brushing up on their video production skills. Teachers can present students with an unfamiliar problem or prompt to pique their interest, ask them to generate questions about a topic, or assess their prior knowledge. Video has several benefits in a blended or online course.
The teacher has to do the lion’s share of the work compiling a list of items to include on the study guide or creating questions for a game. A study guide is unlikely to inspire much interest in students, and a single game does not provide enough repeat exposure to vocabulary, concepts, or skills. Student-created Kahoot!
Answering those questions creates clarity about what teachers and students are working toward, making it easier to design a rubric to measure progress toward those learning objectives. This helps them to focus their efforts on the skills and knowledge that are most important.
Students are grouped based on their skill or ability levels and rotate through all the stations. Teacher 1: Provides targeted instruction tailored to each group’s needs, abilities, and skill levels. Teacher 2: Delivers the same instructional content or activity to all groups, regardless of their skill levels.
Creative writing techniques can make essays more engaging and original while maintaining the required objective structure. However, it’s possible to use creative writing ideas to help you come up with a unique essay. Creative writing focuses on originality and encourages you to use your imagination to express ideas uniquely.
As the college essay program manager for Write the World, a nonprofit writing organization for teens, I oversee a group of advisers who guide students through the essay writing process. I have seen firsthand the anxiety that students experience when it comes to writing their college essays.
Teachers can host a series of short Zoom or Google Hangouts sessions throughout the day focused on different skills or topics. It is essential to build in time for them to discuss information and ask questions. 1 Small Group Instruction. These online sessions are an excellent way to continue teaching and connecting with learners.
Below is an image of teacher responses to the following questions: What are the benefits and challenges of the whole group, teacher-led model from your perspective? What: Teaching techniques designed to meet the needs of a diverse group of learners with varied needs, skills, abilities, and language proficiencies.
It begs the question, What is the value of racing through material if students don’t understand or retain it? Writing Assignments: Writing tasks, whether creative stories, essays, or research papers, require students to think critically, organize their thoughts, write a draft, and revise based on feedback.
If students are working 0n an essay, I dedicate one station each day to providing real-time feedback as they write. I explain what I am seeing in terms of their skills and talk them through the rubric and their scores. Before we end our conversation, I turn to them and ask, “Do you have any questions?”
I remember feeling intense pressure to have the “right answer” when students asked questions. In my latest book, Balance with Blended Learning , I write about strategies that turn everyday tasks, like giving feedback, assessing student work, and conferencing with students about progress into opportunities for connection.
I get asked this question frequently as a blended learning coach. This includes small group discussions, practice problems, experiments, retrieval practice or writing practice, as well as my favorite component, the teacher-led station. My answer is a resounding “Yes!” You can find a great list of web tools on Catlin’s blog.
It provides an avenue for students to request additional help, instruction, practice, or support before moving on to the next batch of information or a new skill. Teachers can combine reflective questions with academic content questions to understand where students are at in terms of their knowledge of a topic or concept.
It’s not that my students aren’t writing. This paper took them about 3 weeks to write from the time they started their research to when they finished their final draft and works cited page. I also added static comments with questions, suggestions, and links to additional resources that might be useful.
If students are working on a formal writing assignment or project, teachers can schedule 5-minute feedback sessions with individual students. Students have the opportunity to ask questions if something is unclear or request additional instruction or support. Where are the gaps or missing elements?
At a recent workshop, a teacher posed a compelling question about the effectiveness of small-group versus whole-group instruction. Such preliminary insights, whether through pre-assessments, diagnostics, or activities aimed at accessing prior knowledge, can illuminate the diverse range of skills, abilities, and needs within a classroom.
Her diverse background in teaching writing, science and coding positioned her well to participate in the Project Topeka pilot, a multifaceted AI program that gave real-time feedback to students to support the development of argumentative writingskills. Through this writing process, they can have their own epiphanies.
For those struggling with the basics, the teacher can tailor instruction and learning activities to focus on foundational concepts and skills necessary to solve equations while also providing more scaffolds and support. generate a list of 5, 10, or 15 questions they can include in their pre-assessment. MagicSchool.ai
I was thrilled when these two inspiring educators provided me with an early copy of their book and asked if I would read it and write the forward. I also field a lot of questions from elementary teachers who are curious about how they can integrate technology into their lessons in a meaningful and developmentally appropriate way.
As we consider the role of AI in our lives, one quote has kept popping up on my echo-chamber social media feeds: “I want AI to do my laundry and dishes so that I can do art and writing, not for AI to do my art and writing so that I can do my laundry and dishes” (Joanna Maciejewska). Maybe we are asking the wrong questions?
Teachers regularly use technology, not just to teach, but to help students think deeper, ask better questions, and tell their own stories. These arent just digital skillstheyre life skills. Students explore big ideas through play, questions, and reflection. Classrooms are equipped with Apple TVs.
Students are reading more and thinking critically about what they write. How do you continue developing your students’ reading and writingskills from afar? It encompasses a range of literacy strategies and tools introduced in stages to help learners at all academic levels build their reading and writing.
The new tool provides a semi-proctored environment for organizing research and writing in an AI-enabled environment. Composer is a new tool that allows PowerNotes+ users to see the full picture of writers’ research and writing, from AI-assisted text to outside sources to original thoughts, all color-coded for easy identification. “AI
Essay writing is a crucial skill for academic and professional success because it teaches clear, logical, and persuasive communication. In this blog post, we’ll unlock the secrets to successful essay writing and share 10 proven tips to help you level up your writing game. What is Effective Essay Writing?
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